Today's Do Now: What is the site and the situation of Durham, NC?
It is extremely important that all of you gradually become comfortable with the basic concepts of geography discussed in Unit I and included on the Unit I vocabulary list I passed out last week. Here is a great website discussing many of these concepts in depth, with plenty of examples:
http://www.ncgia.ucsb.edu/cctp/units/geog_for_GIS/GC_index.html
A few additional readings on site and situation (optional):
http://geography.about.com/od/urbaneconomicgeography/a/sitesituation.htm
http://geographyfieldwork.com/SiteSituation.htm
http://www.scalloway.org.uk/sett2.htm
Due tomorrow: Reading notes on "The Four Traditions of Geography."
After the Do Now, we delved into the challenging Unit I vocabulary.
A few additional definitions of terms we covered today:
Absolute Location - the exact position of an object or place stated in spatial coordinates or a grid system designed for locational
purposes, e.g., latitude and longitude.
Relative Location - the position of a place or activity in relation to other places or activities; implies spatial relationships and usually suggests the relative advantages or disadvantages of a location with respect to all competing locations.
Site - the absolute location of a place or activity described by physical characteristics.
Situation - the location of a place relative to other places.
Space — The physical gap or interval between two objects. (We didn't specifically talk about this today, but the concept of "space" is at the core of geography. Keep thinking about it!)
Psychological distance - The closeness one feels to another person, group, or object.
See you tomorrow,
--Mr. McCarl
Tuesday, August 31, 2010
HONORS: Homework 8-31
Today, we finished project presentations and began taking notes on prehistory and the Neolithic Revolution (the invention of agriculture). 7th hour began watching a video on ancient civilizations; we will finish the class notes and video tomorrow following the Do Now.
Due tomorrow: Reading notes on the "Big Era Three" packet by World History for Us All. The reading is available online here: http://worldhistoryforusall.sdsu.edu/eras/era3.php
Due tomorrow: Reading notes on the "Big Era Three" packet by World History for Us All. The reading is available online here: http://worldhistoryforusall.sdsu.edu/eras/era3.php
ENRICHED: Homework 8-31
No homework tonight besides reading the study packet to prepare Friday's quiz, unless you owe me an overdue assignment. Today, we turned in reading notes for "The Ancient World" reading packet.
Tomorrow, we will continue our video on ancient civilizations and possibly begin a project on the different civilizations. Stay tuned....
Tomorrow, we will continue our video on ancient civilizations and possibly begin a project on the different civilizations. Stay tuned....
Monday, August 30, 2010
APGEO: Homework 8-30
There was no Do Now today. In class, we watched the first part of "The Power of Place #1," a video covering some basic geographic concepts such as scale and globalization. We also answered questions about the video. We will finish it tomorrow in class.
Today, I passed out a compilation of vocabulary lists from several AP Human Geography teachers that cover testable vocabulary from Unit I of the curriculum ("Geography and its Methods"). Over time, it would be useful to you to make sure you understand all the vocabulary in that packet. However, there is no need to panic about doing so now. We will be covering a lot more of it together in class over the next several weeks before taking our Unit I test.
Contrary to this weekend's post, there will be NO APGEO quiz besides the map quiz this week. The North America map/geographic features quiz will take place Friday.
Homework: I passed out a reading on "The Four Traditions of Geography"; please have reading notes focusing on the four traditions themselves on Wednesday.
I also passed out a semi-optional but highly recommended reading from The Economist magazine about famous geographer Alexander Von Humboldt (whom you need to know about for the AP test). No need to write notes on this reading.
Today, I passed out a compilation of vocabulary lists from several AP Human Geography teachers that cover testable vocabulary from Unit I of the curriculum ("Geography and its Methods"). Over time, it would be useful to you to make sure you understand all the vocabulary in that packet. However, there is no need to panic about doing so now. We will be covering a lot more of it together in class over the next several weeks before taking our Unit I test.
Contrary to this weekend's post, there will be NO APGEO quiz besides the map quiz this week. The North America map/geographic features quiz will take place Friday.
Homework: I passed out a reading on "The Four Traditions of Geography"; please have reading notes focusing on the four traditions themselves on Wednesday.
I also passed out a semi-optional but highly recommended reading from The Economist magazine about famous geographer Alexander Von Humboldt (whom you need to know about for the AP test). No need to write notes on this reading.
HONORS: Homework 8-30
Today, we finished our in-class work on presentations about prehistory and began presentations. We will finish presentations and move on tomorrow.
There was no "Do Now" today.
Reading notes on the packet "The Ancient World" were due today. I also passed out a study guide for your first quiz on Friday.
Homework: Read packet "Big Era Three" and turn in reading notes to the tray Wednesday. Begin studying for Friday's quiz.
There was no "Do Now" today.
Reading notes on the packet "The Ancient World" were due today. I also passed out a study guide for your first quiz on Friday.
Homework: Read packet "Big Era Three" and turn in reading notes to the tray Wednesday. Begin studying for Friday's quiz.
ENRICHED: Homework 8-30
Today, we began going taking notes on a Powerpoint lecture about prehistory. We will continue this tomorrow.
There was no "Do Now" today.
Homework: Read packet "The Ancient World" (passed out Friday) and turn in reading notes to the tray tomorrow.
There was no "Do Now" today.
Homework: Read packet "The Ancient World" (passed out Friday) and turn in reading notes to the tray tomorrow.
Friday, August 27, 2010
ENRICHED: Do Now and homework, Friday 8-27
Enriched World History students (5th and 6th period),
Great work this week! Congratulations on making it through your first week of high school at Voyager Academy. Have a safe and relaxing weekend.
Homework:
1.) Please begin to read and complete reading notes for the packet "The Ancient World." You will turn the notes in at the beginning of class Tuesday. Again, independent reading is crucial to developing a solid understanding of history; it's not enough to just lean back and "take it all in" in class.
2.) If you missed any of the first week's assignments, you should turn them in Monday. I am currently starting the grading; students who missed more than one piece of work should expect parent/guardian emails to notify them that you will need extra help with organization and preparedness.
Do Now for Fri 8/27:
"Please read the introduction below and answer ONE of the two questions that follow:
The "Neolithic Revolution" was the invention of agriculture (farming) during the Neolithic (New Stone Age) period of prehistory. At this time, many humans began to transition away from a wandering life as hunter-gatherers and settled down to farm, forming villages and cities. This led to the rise of the first civilizations.
1. Why do you think the invention of agriculture - growing crops to eat and trade, keeping domesticated (tamed) animals to eat, etc. - made human civilization possible? How do you think it changed human life?
2. Put yourself in the shoes of an early human who decides to give up the hunting-gathering life and settle down in a village. How would your life change?"
Have a great weekend!
--Mr. McCarl
Great work this week! Congratulations on making it through your first week of high school at Voyager Academy. Have a safe and relaxing weekend.
Homework:
1.) Please begin to read and complete reading notes for the packet "The Ancient World." You will turn the notes in at the beginning of class Tuesday. Again, independent reading is crucial to developing a solid understanding of history; it's not enough to just lean back and "take it all in" in class.
2.) If you missed any of the first week's assignments, you should turn them in Monday. I am currently starting the grading; students who missed more than one piece of work should expect parent/guardian emails to notify them that you will need extra help with organization and preparedness.
Do Now for Fri 8/27:
"Please read the introduction below and answer ONE of the two questions that follow:
The "Neolithic Revolution" was the invention of agriculture (farming) during the Neolithic (New Stone Age) period of prehistory. At this time, many humans began to transition away from a wandering life as hunter-gatherers and settled down to farm, forming villages and cities. This led to the rise of the first civilizations.
1. Why do you think the invention of agriculture - growing crops to eat and trade, keeping domesticated (tamed) animals to eat, etc. - made human civilization possible? How do you think it changed human life?
2. Put yourself in the shoes of an early human who decides to give up the hunting-gathering life and settle down in a village. How would your life change?"
Have a great weekend!
--Mr. McCarl
HONORS: Do Now and homework Fri 8-27
Honors WH students,
Great work this week! Congratulations on making it through your first week of high school at Voyager Academy. Have a safe and relaxing weekend.
Monday's homework:
1.) Please read and complete reading notes for the packet "The Ancient World." Turn the notes in at the beginning of class Monday. Again, independent reading is crucial to developing a solid understanding of history; it's not enough to just lean back and "take it all in" in class.
2.) You should be within 15 minutes of completing your presentation and visual aid. Remember to read the directions carefully; each group MUST turn in a written copy of their presentation - your talk can be scripted word-for-word on paper, or you can create notes in the form of bullet-points, note cards, etc. You must also turn in a visual aid (e.g., poster) unless your presentation involves some other performance or visual component.
Have a great weekend!
--Mr. McCarl
Do Now for Friday, 8-27:
"Please read the introduction below and answer ONE of the two questions that follow:
The "Neolithic Revolution" was the invention of agriculture (farming) during the Neolithic (New Stone Age) period of prehistory. At this time, many humans began to transition away from a wandering life as hunter-gatherers and settled down to farm, forming villages and cities. This led to the rise of the first civilizations.
1. Why do you think the invention of agriculture - growing crops to eat and trade, keeping domesticated (tamed) animals to eat, etc. - made human civilization possible? How do you think it changed human life?
2. Put yourself in the shoes of an early human who decides to give up the hunting-gathering life and settle down in a village. How would your life change?"
Great work this week! Congratulations on making it through your first week of high school at Voyager Academy. Have a safe and relaxing weekend.
Monday's homework:
1.) Please read and complete reading notes for the packet "The Ancient World." Turn the notes in at the beginning of class Monday. Again, independent reading is crucial to developing a solid understanding of history; it's not enough to just lean back and "take it all in" in class.
2.) You should be within 15 minutes of completing your presentation and visual aid. Remember to read the directions carefully; each group MUST turn in a written copy of their presentation - your talk can be scripted word-for-word on paper, or you can create notes in the form of bullet-points, note cards, etc. You must also turn in a visual aid (e.g., poster) unless your presentation involves some other performance or visual component.
Have a great weekend!
--Mr. McCarl
Do Now for Friday, 8-27:
"Please read the introduction below and answer ONE of the two questions that follow:
The "Neolithic Revolution" was the invention of agriculture (farming) during the Neolithic (New Stone Age) period of prehistory. At this time, many humans began to transition away from a wandering life as hunter-gatherers and settled down to farm, forming villages and cities. This led to the rise of the first civilizations.
1. Why do you think the invention of agriculture - growing crops to eat and trade, keeping domesticated (tamed) animals to eat, etc. - made human civilization possible? How do you think it changed human life?
2. Put yourself in the shoes of an early human who decides to give up the hunting-gathering life and settle down in a village. How would your life change?"
APGEO: Do Now and homework Fri 8-27
APGEO students,
Monday's homework: please read and answer the questions on the last three pages of the basic geography/map skills packet that you started yesterday. Take advantage of the light homework load to study for your North America map/locational geography quiz. If you are having trouble opening the map website, try opening it on a different browser (try Internet Explorer, Mozilla Firefox, Safari, or Google Chrome). Also, look through the section of maps covering North America in your atlas. Study the different maps carefully; think about what the purpose of each map is and what it can teach you about the different regions of the United States and Canada.
On Monday, we will take notes on key concepts and vocabulary for the first unit of AP preparation ("Geography and its methods"). We will take the North America quiz on Friday.
All of you are doing great work so far. Let me know if you are feeling lost or do not understand something we have covered or something about the course.
DO NOW for Friday, 8/27:
Do maps matter? What purpose do you think different types of map serve? What are some examples of things you might be able to learn by reading different maps, or things you might be able to teach/prove/demonstrate by making or using a map?
Monday's homework: please read and answer the questions on the last three pages of the basic geography/map skills packet that you started yesterday. Take advantage of the light homework load to study for your North America map/locational geography quiz. If you are having trouble opening the map website, try opening it on a different browser (try Internet Explorer, Mozilla Firefox, Safari, or Google Chrome). Also, look through the section of maps covering North America in your atlas. Study the different maps carefully; think about what the purpose of each map is and what it can teach you about the different regions of the United States and Canada.
On Monday, we will take notes on key concepts and vocabulary for the first unit of AP preparation ("Geography and its methods"). We will take the North America quiz on Friday.
All of you are doing great work so far. Let me know if you are feeling lost or do not understand something we have covered or something about the course.
DO NOW for Friday, 8/27:
Do maps matter? What purpose do you think different types of map serve? What are some examples of things you might be able to learn by reading different maps, or things you might be able to teach/prove/demonstrate by making or using a map?
Thursday, August 26, 2010
APGEO: More North America Map Quiz info
APGEO students,
These screenshots show what you will need to know for the North America Map Quiz. Many of the physical features may be new to you (as some were to me - for example, the Canadian rivers), but you probably already know or can guess at most of the states and cities.
I'll also prepare a printed list for you and hand out atlases tomorrow in class.
These screenshots show what you will need to know for the North America Map Quiz. Many of the physical features may be new to you (as some were to me - for example, the Canadian rivers), but you probably already know or can guess at most of the states and cities.
I'll also prepare a printed list for you and hand out atlases tomorrow in class.
APGEO: Homework 8/26 + Map Quiz information
Dear APGEO students,
GREAT work today on the De Blij discussion - I hope you enjoyed that class structure. We will continue that tomorrow after the Do Now.
Our Do Now today was the activity involving the course topic outline - please hole-punch that sheet and add it to the Do Now section of your binder.
During tomorrow's Do Now, I will quickly check your homework and binders. Remember that the homework assigned was the questions on the first three pages of the packet on basic geography and map reading. Please answer these questions on a separate sheet of lined paper. There is no need to take additional notes on the packet unless you want to.
***IMPORTANT: Map Quiz information***
To prepare for the AP test and ensure that we are definitely not what De Blij would call "geographically illiterate," we will be doing a whirlwind tour of the world's locational geography - we will be memorizing country/state/province names, the location of major cities, and major land forms across the globe. I'll try to memorize the same things I ask you to memorize to make sure it is a reasonable amount (and because I think it is very useful knowledge).
You can find the material you will be tested on - as well as a useful online practice system to help you learn - at this website. To start off with something familiar, we will begin with North America. After North America, we will proceed week by week through "Middle America," South America, Europe, and the rest of the eleven regions identified on the website.
The map quizzes will also include basic questions from the "Major Geographic Qualities of (region)" sheets such as the one I passed out today about North America. The North America map quiz will be Friday, 8/26.
GREAT work today on the De Blij discussion - I hope you enjoyed that class structure. We will continue that tomorrow after the Do Now.
Our Do Now today was the activity involving the course topic outline - please hole-punch that sheet and add it to the Do Now section of your binder.
During tomorrow's Do Now, I will quickly check your homework and binders. Remember that the homework assigned was the questions on the first three pages of the packet on basic geography and map reading. Please answer these questions on a separate sheet of lined paper. There is no need to take additional notes on the packet unless you want to.
***IMPORTANT: Map Quiz information***
To prepare for the AP test and ensure that we are definitely not what De Blij would call "geographically illiterate," we will be doing a whirlwind tour of the world's locational geography - we will be memorizing country/state/province names, the location of major cities, and major land forms across the globe. I'll try to memorize the same things I ask you to memorize to make sure it is a reasonable amount (and because I think it is very useful knowledge).
You can find the material you will be tested on - as well as a useful online practice system to help you learn - at this website. To start off with something familiar, we will begin with North America. After North America, we will proceed week by week through "Middle America," South America, Europe, and the rest of the eleven regions identified on the website.
The map quizzes will also include basic questions from the "Major Geographic Qualities of (region)" sheets such as the one I passed out today about North America. The North America map quiz will be Friday, 8/26.
HONORS: Homework 8/26, key concepts from class, and evaluating how you are doing so far
Honors World History students: Today, we started or continued work on our project on early human history and the Neolithic (= "New Stone Age") Revolution, in which agriculture was invented and human beings began to transition from hunter-gatherer lifestyles to sedentary (settled) lifestyles in villages, cities, and other political structures. There was no Do Now and no new homework was assigned. We will continue/finish the project in class tomorrow and present the projects on Monday, unless students finish earlier.
Tomorrow at the start of class, please turn your notes on the "What is History?" reading packet into the tray before getting started on the Do Now. During the Do Now, I will come around to check that everyone has a 3-ring binder with 5 labeled tabs. (See "binder guidelines" in one of yesterday's posts below).
Please make sure you are familiar with the following concepts that we have discussed this week:
-Primary vs. secondary sources - read this web site if you need additional help distinguishing (telling the difference) between primary and secondary sources.
-What archaeologists do / what archaeology is (search for material artifacts left behind by ancient cultures)
-What historians do (research primary source evidence such as artifacts, letters, photographs, documents, etc. and read secondary sources such as the work of other historians, then weave together a (hopefully) true story about what happened in the human past).
How are you doing? - I haven't returned graded work yet, and I will be grading very generously the first week of classes. If you are wondering how you are doing in class, ask yourself these questions:
-Do I understand the concepts listed above that we have discussed in class? Could I demonstrate my knowledge of them on a test or quiz?
-Am I staying on-task and making a positive contribution to the learning environment in the class?
-Have I completed all work and assigned reading to the best of my ability, and turned all assignments in on time?
-Do I have a good sense of the key ideas (about early human development and/or the beginning of agriculture) my group will be presenting to the class in our project?
-Have I been fully on-task during all class time spent on the project?
See you tomorrow,
Mr. McCarl
Tomorrow at the start of class, please turn your notes on the "What is History?" reading packet into the tray before getting started on the Do Now. During the Do Now, I will come around to check that everyone has a 3-ring binder with 5 labeled tabs. (See "binder guidelines" in one of yesterday's posts below).
Please make sure you are familiar with the following concepts that we have discussed this week:
-Primary vs. secondary sources - read this web site if you need additional help distinguishing (telling the difference) between primary and secondary sources.
-What archaeologists do / what archaeology is (search for material artifacts left behind by ancient cultures)
-What historians do (research primary source evidence such as artifacts, letters, photographs, documents, etc. and read secondary sources such as the work of other historians, then weave together a (hopefully) true story about what happened in the human past).
How are you doing? - I haven't returned graded work yet, and I will be grading very generously the first week of classes. If you are wondering how you are doing in class, ask yourself these questions:
-Do I understand the concepts listed above that we have discussed in class? Could I demonstrate my knowledge of them on a test or quiz?
-Am I staying on-task and making a positive contribution to the learning environment in the class?
-Have I completed all work and assigned reading to the best of my ability, and turned all assignments in on time?
-Do I have a good sense of the key ideas (about early human development and/or the beginning of agriculture) my group will be presenting to the class in our project?
-Have I been fully on-task during all class time spent on the project?
See you tomorrow,
Mr. McCarl
ENRICHED: Homework 8-26, key concepts from class, and evaluating how you are doing so far
Enriched World History students: Today, we watched a short video, read a comic, and answered questions about the work of archaeologists. There was no Do Now and no new homework was assigned.
Tomorrow at the start of class, please turn your notes on the "What is History?" reading packet into the tray before getting started on the Do Now. During the Do Now, I will come around to check that everyone has a 3-ring binder with 5 labeled tabs. (See "binder guidelines" in one of yesterday's posts below).
Please make sure you are familiar with the following concepts that we have discussed this week:
-Primary vs. secondary sources - read this web site if you need additional help distinguishing (telling the difference) between primary and secondary sources.
-What archaeologists do / what archaeology is (search for material artifacts left behind by ancient cultures)
-What historians do (research primary source evidence such as artifacts, letters, photographs, documents, etc. and read secondary sources such as the work of other historians, then weave together a (hopefully) true story about what happened in the human past).
How are you doing? - I haven't returned graded work yet, and I will be grading very generously the first week of classes. If you are wondering how you are doing in class, ask yourself these questions:
-Do I understand the concepts listed above that we have discussed in class? Could I demonstrate my knowledge of them on a test or quiz?
-Am I staying on-task and making a positive contribution to the learning environment in the class?
-Have I completed all work and assigned reading to the best of my ability, and turned all assignments in on time?
See you tomorrow,
Mr. McCarl
Tomorrow at the start of class, please turn your notes on the "What is History?" reading packet into the tray before getting started on the Do Now. During the Do Now, I will come around to check that everyone has a 3-ring binder with 5 labeled tabs. (See "binder guidelines" in one of yesterday's posts below).
Please make sure you are familiar with the following concepts that we have discussed this week:
-Primary vs. secondary sources - read this web site if you need additional help distinguishing (telling the difference) between primary and secondary sources.
-What archaeologists do / what archaeology is (search for material artifacts left behind by ancient cultures)
-What historians do (research primary source evidence such as artifacts, letters, photographs, documents, etc. and read secondary sources such as the work of other historians, then weave together a (hopefully) true story about what happened in the human past).
How are you doing? - I haven't returned graded work yet, and I will be grading very generously the first week of classes. If you are wondering how you are doing in class, ask yourself these questions:
-Do I understand the concepts listed above that we have discussed in class? Could I demonstrate my knowledge of them on a test or quiz?
-Am I staying on-task and making a positive contribution to the learning environment in the class?
-Have I completed all work and assigned reading to the best of my ability, and turned all assignments in on time?
See you tomorrow,
Mr. McCarl
Wednesday, August 25, 2010
ALL: Binder guidelines + Reading Notes guidelines
Binder Guidelines:
By Friday, you should have a 3-ring binder for this class only (unless you've spoken to me about another arrangement). It should be 1.5” wide and should include the following five tabs:
1. DO NOW
2. Handouts and study guides
3. Class notes and vocabulary
4. Reading notes
5. Homework and assessments
Please also have a designated spot for your non-history vocabulary list (where you define words from the readings that you looked up in a dictionary such as www.dictionary.com).
If any of you expect to have trouble getting a binder by Friday, please contact me before Friday to discuss.
Reading Notes Guidelines:
If there are no specific questions or assignments given about an assigned reading, please create reading notes according to these guidelines as homework (due on the day the assigned reading is due):
These are flexible guidelines – take notes in a way that (a) helps you remember what you read and (b) shows me that you have carefully read and understood the assigned reading.
If you don’t understand something even after doing further research (such as looking up a term), say so in your notes and ask about it in class!
The length of your notes should be as long as necessary to cover all the main points and unfamiliar concepts you found in the reading material. This can usually be done in two handwritten pages or less.
Identify the main points and major secondary points of the article and put these in a loose outline form as follows:
TITLE OF READING
MAIN POINT (thesis of article/reading)
Major subpoint #1
Key term, concept, or argument
Key term, concept, or argument
Major subpoint #2
Key term, concept, or argument
Key term, concept, or argument
Ideas or terms I didn’t understand, even after looking them up
This format is just a guideline, not an absolute requirement.
The MAIN POINTS I am looking for in your reading notes:
Your reading notes should...
(a) help you digest and remember the most important parts of what you read;
(b) make it very clear to me that you did your best work on the assigned reading; and
(c) be your own work, and not be copied or paraphrased from other students' notes under any circumstances.
See you tomorrow!
--Mr. McCarl
By Friday, you should have a 3-ring binder for this class only (unless you've spoken to me about another arrangement). It should be 1.5” wide and should include the following five tabs:
1. DO NOW
2. Handouts and study guides
3. Class notes and vocabulary
4. Reading notes
5. Homework and assessments
Please also have a designated spot for your non-history vocabulary list (where you define words from the readings that you looked up in a dictionary such as www.dictionary.com).
If any of you expect to have trouble getting a binder by Friday, please contact me before Friday to discuss.
Reading Notes Guidelines:
If there are no specific questions or assignments given about an assigned reading, please create reading notes according to these guidelines as homework (due on the day the assigned reading is due):
These are flexible guidelines – take notes in a way that (a) helps you remember what you read and (b) shows me that you have carefully read and understood the assigned reading.
If you don’t understand something even after doing further research (such as looking up a term), say so in your notes and ask about it in class!
The length of your notes should be as long as necessary to cover all the main points and unfamiliar concepts you found in the reading material. This can usually be done in two handwritten pages or less.
Identify the main points and major secondary points of the article and put these in a loose outline form as follows:
TITLE OF READING
MAIN POINT (thesis of article/reading)
Major subpoint #1
Key term, concept, or argument
Key term, concept, or argument
Major subpoint #2
Key term, concept, or argument
Key term, concept, or argument
Ideas or terms I didn’t understand, even after looking them up
This format is just a guideline, not an absolute requirement.
The MAIN POINTS I am looking for in your reading notes:
Your reading notes should...
(a) help you digest and remember the most important parts of what you read;
(b) make it very clear to me that you did your best work on the assigned reading; and
(c) be your own work, and not be copied or paraphrased from other students' notes under any circumstances.
See you tomorrow!
--Mr. McCarl
APGEO: Do Nows, 8/24 and 8/25
Tues 8/24:
By the time class starts, get started silently working on the following:
Grab a sheet of blank white copy paper from the pile near the front of the room.
Take about 5-8 minutes to quickly sketch an outline map, with labels, of the world’s continents and oceans. No pressure – and don’t look at each other’s papers (it will be graded for effort only).
Write your name and the date (8/24/10) on the back.
Weds 8/25:
Think about the mental maps you drew this week and write a reflection paragraph answering 2 or 3 of the following questions:
1. Why do you think certain businesses or other institutions are located where they are on your map?
2. How do you think people have influenced the physical and/or cultural environment in a particular area noted on your map?
3. How long have you lived in the Durham area? How has this affected your mental map?
4. Do you have a car, a bicycle? Do you depend on your parents for transportation? Do you walk everywhere? How have your transportation options affected your mental map?
By the time class starts, get started silently working on the following:
Grab a sheet of blank white copy paper from the pile near the front of the room.
Take about 5-8 minutes to quickly sketch an outline map, with labels, of the world’s continents and oceans. No pressure – and don’t look at each other’s papers (it will be graded for effort only).
Write your name and the date (8/24/10) on the back.
Weds 8/25:
Think about the mental maps you drew this week and write a reflection paragraph answering 2 or 3 of the following questions:
1. Why do you think certain businesses or other institutions are located where they are on your map?
2. How do you think people have influenced the physical and/or cultural environment in a particular area noted on your map?
3. How long have you lived in the Durham area? How has this affected your mental map?
4. Do you have a car, a bicycle? Do you depend on your parents for transportation? Do you walk everywhere? How have your transportation options affected your mental map?
ENRICHED + HONORS: Homework 8/25
I passed out a reading packet with the title "What is History?" Please read this and take reading notes (see guidelines in the post above) over the next two days and be prepared to turn in your notes on Friday.
Please note: when I give more than one day to complete a reading, it does not mean that you have "no homework" the first night. Instead, it means that I have decided that it may take some students two days to read the assignment with 100% effort. So please do not procrastinate - start on the reading tonight! Reading it tonight would also enable you to ask me any questions you have in class tomorrow.
Please note: when I give more than one day to complete a reading, it does not mean that you have "no homework" the first night. Instead, it means that I have decided that it may take some students two days to read the assignment with 100% effort. So please do not procrastinate - start on the reading tonight! Reading it tonight would also enable you to ask me any questions you have in class tomorrow.
APGEO: Homework and reminders, 8/25
AP Geography students: Please complete the De Blij reading and notes tonight; bring the notes to class and be prepared to discuss tomorrow.
Please be sure you are fairly confident in your understanding of the following terms/concepts we discussed yesterday and today - let me know if you have questions about them:
-Mental maps
-Cost/benefit decision making
-The "friction of distance"
Textbook definition: "A measure of the retarding or restricting effect of distance on spatial interaction. Generally, the greater the distance, the greater the 'friction' and the less the interaction or exchange, or the greater the cost of achieving the exchange." (examples discussed in class: Is my distance relationship with a person in a remote region of Kazakhstan likely to succeed? What lake do I go fishing in this Saturday? Why do most Voyager students prefer to grocery shop in Durham rather than in Raleigh?)
-How transportation, communication, technology, and access to transportation (e.g., you are dependent on your parents to drive you around) affects (1) the friction of distance and the importance of distance in individual decision making and (2) the importance that distance plays in your day-to-day decisions as well as in the makeup of your mental maps.
Please be sure you are fairly confident in your understanding of the following terms/concepts we discussed yesterday and today - let me know if you have questions about them:
-Mental maps
-Cost/benefit decision making
-The "friction of distance"
Textbook definition: "A measure of the retarding or restricting effect of distance on spatial interaction. Generally, the greater the distance, the greater the 'friction' and the less the interaction or exchange, or the greater the cost of achieving the exchange." (examples discussed in class: Is my distance relationship with a person in a remote region of Kazakhstan likely to succeed? What lake do I go fishing in this Saturday? Why do most Voyager students prefer to grocery shop in Durham rather than in Raleigh?)
-How transportation, communication, technology, and access to transportation (e.g., you are dependent on your parents to drive you around) affects (1) the friction of distance and the importance of distance in individual decision making and (2) the importance that distance plays in your day-to-day decisions as well as in the makeup of your mental maps.
ENRICHED + HONORS: Do Now guidelines + Do Nows for Tues 8/24 and Weds 8/25
Here are the Do Nows for Tuesday (8/24) or Wednesday (8/25) for your reference:
**General guidelines for the Do Nows:**
When you walk into the classroom, you will find a “Do Now” posted on the ActivBoard. Please get to work on this right away, without being asked. After the bell rings, everyone should be working on the Do Now. We will move on to the next activity about five minutes into the class period.
Create a “Do Now” section of your course binder and bring your completed “Do Nows” to class every day; I may collect them at any time (usually once every 7-10 school days).
General length guidelines: Enriched World History students' responses should be, on
average, around 5-7 sentences. Honors World History students' responses should be, on average, around 7-10 sentences. Some days you may want to write more, and some days you may want to write less.
**Tuesday, 8/24:**
By the time class starts, get started silently working on the following:
-Take out a blank sheet of lined paper.
-Write your name in the upper right-hand corner.
-Write the date on the first line (8/24/10).
-Skip one line.
-Beginning on the third line, answer one or both of the following questions in one paragraph (generally between 5-7 sentences):
Why do you think it might be valuable to learn about the human past?
How might the study of history help prepare you for college?
**Wednesday, 8/25:**
1. Turn homework (parent/guardian contact info. + reading notes on “Why Learn World History”) into the tray. I will collect one minute after the start of class.
2. DO NOW – skip a line after yesterday’s “Do Now,” draw a horizontal separator line, write the date, skip another line, and then answer the following prompt:
“What methods and tools do you think scholars might use to learn about events that happened…
…10 years ago?
…50 years ago?
…200 years ago?
…in prehistoric times (before the invention of writing)?”
**General guidelines for the Do Nows:**
When you walk into the classroom, you will find a “Do Now” posted on the ActivBoard. Please get to work on this right away, without being asked. After the bell rings, everyone should be working on the Do Now. We will move on to the next activity about five minutes into the class period.
Create a “Do Now” section of your course binder and bring your completed “Do Nows” to class every day; I may collect them at any time (usually once every 7-10 school days).
General length guidelines: Enriched World History students' responses should be, on
average, around 5-7 sentences. Honors World History students' responses should be, on average, around 7-10 sentences. Some days you may want to write more, and some days you may want to write less.
**Tuesday, 8/24:**
By the time class starts, get started silently working on the following:
-Take out a blank sheet of lined paper.
-Write your name in the upper right-hand corner.
-Write the date on the first line (8/24/10).
-Skip one line.
-Beginning on the third line, answer one or both of the following questions in one paragraph (generally between 5-7 sentences):
Why do you think it might be valuable to learn about the human past?
How might the study of history help prepare you for college?
**Wednesday, 8/25:**
1. Turn homework (parent/guardian contact info. + reading notes on “Why Learn World History”) into the tray. I will collect one minute after the start of class.
2. DO NOW – skip a line after yesterday’s “Do Now,” draw a horizontal separator line, write the date, skip another line, and then answer the following prompt:
“What methods and tools do you think scholars might use to learn about events that happened…
…10 years ago?
…50 years ago?
…200 years ago?
…in prehistoric times (before the invention of writing)?”
Tuesday, August 24, 2010
ENRICHED + HONORS: Homework 8/24
Dear students,
First, please remember that your completed and signed parent/guardian contact information and syllabus signature form is due tomorrow (Wednesday). You must have a binder with five tabs by Friday.
Here are links to the readings assigned as homework today:
-Both Enriched World History and Honors World History: "Why Learn World History," World History for Us All, http://worldhistoryforusall.sdsu.edu/shared/thinking.php.
-Honors World History only: "Significance of History for the Educated Citizen," National Standards for World History, http://www.sscnet.ucla.edu/nchs/standards/dev-5-12a.html.
Reading notes homework:
-As you read, try to pick the arguments out of the text - figure out what arguments are being made. Highlight these, bracket them, or put notes in the margin to remind you that they are there.
-On a separate sheet of lined paper, create a bullet-point list summarizing/paraphrasing the different arguments that are made for studying world history. Indicate next to each bullet point whether you think the argument is "very strong," "strong," or "weak," and be prepared to discuss why you feel that way.
The purposes of this assignment are: 1. practice identifying arguments in a persuasive text; 2. practice summarizing these arguments and reacting to them; and 3. learn more about different reasons that have been suggested about why students should study world history in high school.
First, please remember that your completed and signed parent/guardian contact information and syllabus signature form is due tomorrow (Wednesday). You must have a binder with five tabs by Friday.
Here are links to the readings assigned as homework today:
-Both Enriched World History and Honors World History: "Why Learn World History," World History for Us All, http://worldhistoryforusall.sdsu.edu/shared/thinking.php.
-Honors World History only: "Significance of History for the Educated Citizen," National Standards for World History, http://www.sscnet.ucla.edu/nchs/standards/dev-5-12a.html.
Reading notes homework:
-As you read, try to pick the arguments out of the text - figure out what arguments are being made. Highlight these, bracket them, or put notes in the margin to remind you that they are there.
-On a separate sheet of lined paper, create a bullet-point list summarizing/paraphrasing the different arguments that are made for studying world history. Indicate next to each bullet point whether you think the argument is "very strong," "strong," or "weak," and be prepared to discuss why you feel that way.
The purposes of this assignment are: 1. practice identifying arguments in a persuasive text; 2. practice summarizing these arguments and reacting to them; and 3. learn more about different reasons that have been suggested about why students should study world history in high school.
APGEO: Homework and reminders, 8/24
AP Geography students,
Please get started on your De Blij reading ("Why Geography Matters") tonight so you have less to worry about tomorrow night. The reading is due Thursday but is somewhat long. Tomorrow, I will provide a few questions for you to think about and answer as you read.
Think about finishing your mental map - either during class or outside of school - so that you can hang it (along with the Google Maps printout) on the wall. Let's add some color to the classroom!
Other than that, just take some time to read through the AP Geography course description and topic outline that I handed out in class today. Tomorrow's "Do Now" will involve the course description. A link to the full course description and outline is here - I encourage you to look at some of the multiple choice questions and FRQ (essay) prompts to get an idea of what is coming.
Please get started on your De Blij reading ("Why Geography Matters") tonight so you have less to worry about tomorrow night. The reading is due Thursday but is somewhat long. Tomorrow, I will provide a few questions for you to think about and answer as you read.
Think about finishing your mental map - either during class or outside of school - so that you can hang it (along with the Google Maps printout) on the wall. Let's add some color to the classroom!
Other than that, just take some time to read through the AP Geography course description and topic outline that I handed out in class today. Tomorrow's "Do Now" will involve the course description. A link to the full course description and outline is here - I encourage you to look at some of the multiple choice questions and FRQ (essay) prompts to get an idea of what is coming.
Monday, August 23, 2010
APGEO: Mental Map assignment; homework 8/23
AP Geography students:
In class, we started our mental map assignment. You will have some time in class to work on finishing your map tomorrow.
Remember the definition of "mental map": "Images about an area or environment developed by an individual on the basis of information or impressions received, interpreted, and stored."
The assignment:
Draw a mental map on construction paper that includes:
-Your home; -Voyager Academy; -5 places of interest to your or your family (examples: dance studio; James Joyce Restaurant; fencing club; grocery store; mall).
TONIGHT AT HOME, please do your best to create a map on Google Maps (http://maps.google.com/) that includes all seven destinations. Print the map (check the box "include large map" when you print). Tomorrow, we will compare your mental maps alongside the printed-out maps. Please do not revise your mental maps on the basis of what you learn on Google Maps.
See you tomorrow,
Mr. McCarl
In class, we started our mental map assignment. You will have some time in class to work on finishing your map tomorrow.
Remember the definition of "mental map": "Images about an area or environment developed by an individual on the basis of information or impressions received, interpreted, and stored."
The assignment:
Draw a mental map on construction paper that includes:
-Your home; -Voyager Academy; -5 places of interest to your or your family (examples: dance studio; James Joyce Restaurant; fencing club; grocery store; mall).
TONIGHT AT HOME, please do your best to create a map on Google Maps (http://maps.google.com/) that includes all seven destinations. Print the map (check the box "include large map" when you print). Tomorrow, we will compare your mental maps alongside the printed-out maps. Please do not revise your mental maps on the basis of what you learn on Google Maps.
See you tomorrow,
Mr. McCarl
ENRICHED + HONORS: Homework 8/23 (syllabus, parent contact form)
Dear students and parents,
I hope you had a wonderful first day at Voyager Academy and that you are excited about the year.
Enriched + Honors World History homework for 8/23:
-Read your syllabus carefully; please be prepared to ask any questions you have in class tomorrow.
-Share the syllabus with your parents. Have your parents fill out and sign the form labeled "syllabus signature, required supplies list, and parent contact information."
-Bring the supplies you need (see syllabus) to class every day, starting tomorrow or by Friday at the latest.
Thank you,
Mr. McCarl
P.S. - Here is the "History of the World in Seven Minutes" video we watched in class today:
I hope you had a wonderful first day at Voyager Academy and that you are excited about the year.
Enriched + Honors World History homework for 8/23:
-Read your syllabus carefully; please be prepared to ask any questions you have in class tomorrow.
-Share the syllabus with your parents. Have your parents fill out and sign the form labeled "syllabus signature, required supplies list, and parent contact information."
-Bring the supplies you need (see syllabus) to class every day, starting tomorrow or by Friday at the latest.
Thank you,
Mr. McCarl
P.S. - Here is the "History of the World in Seven Minutes" video we watched in class today:
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